Math Makes Sense 3 Homework Book Pdf

[Tisham Candella]

wheni worked on this paper on elementary school math homework with jess calarco and grace chen, i found that there is actually no evidence that elementary math homework improves student learning (there is mixed evidence in middle school for homework, and some decent evidence in high school). but we do it as "rigor theater" -- reassuring parents that school is tough and doing its job.

I loved this. I agree that caregivers feel "disrespected by math class for reasons that are entirely under our control." I feel this was as a teacher during PD when there is too much jargon or I haven't had the opportunity to "buy in" to what is happening. If we can recognize the feeling in ourselves, we can hopefully empathize with caregivers and find ways to connect and communicate when the math isn't obvious.

Many teachers imagine homework as a means for helping students consolidate and practice skills learned in class, but that model is clearly too simple. Homework is an interaction with students but also caregivers, a message that re-awakens a caregiver\u2019s own ideas about math, some of which are quite upsetting and negative.

We have options here. One is to stay the course. We could ask students to practice at home the specific methods taught in class (\u201Cmaking tens\u201D in this case) however counterintuitive and baroque they might seem to caregivers. We could include worked examples in the practice set. We could scaffold out all of the steps of the method, blanking out certain parts of the method as in the image above, hoping that this will make the method seem more intuitive rather than contrived. We could do all of this even though it clearly makes some caregivers feel manipulated.

This approach gives the caregiver the ability to say to themselves, \u201CAdnan\u2019s on something kind of wild right now. I don\u2019t get it but I\u2019m glad it works for him.\u201D This approach asks the caregiver, \u201CWhat do you get about this?\u201D whereas the approach above asks by implication, \u201CWhy don\u2019t you get this?\u201D

Making tens is a helpful strategy that sets you up for making hundreds and thousands and so on later. 12 - 3 isn\u2019t a particularly good showcase for that strategy, but that isn\u2019t the main issue here. The main issue is the caregiver above feels disrespected by math class for reasons that are entirely under our control.

Math class engages in public relations continuously. People are continuously asking, \u201CWhy are we doing this? Why are we letting this class determine so many of our social and economic outcomes?\u201D Homework is the PR campaign for math class that caregivers encounter most frequently and the one that is most within our control. We shouldn\u2019t waste a single opportunity to tell people that math makes sense and that they can do math\u2014whether through classwork or homework, whether those people are kids or caregivers.

I know that it sounds like something fundamental. Every day the teacher assigns math homework, and the next day the students and teacher go over it together. It just makes sense. For years it has been a staple part of the lesson experience in my classroom.

When I think about Rose Park, engagement happens all over the building. Students are engaged in science lab experiments. They are developing a hypothesis, conducting the experiment, and reporting their findings. Students are engaged in literacy. They are reading novels and informational texts. They are analyzing characters and delving deep into new information. Students are engaged in history. They are playing games and experiencing stories about history that truly hook them on the subject.

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One of my focus areas is training and user adoption. As a trainer I often come across similar challenges schoolteachers might run into. Therefore I decided to share some of the things I've learned as an O365 trainer in this series of blogs.

You can simply Ink your equation in your notebook (in my case I'm using an HP Envy Convertible laptop with a touchscreen). OneNote is then able to make sense of my handwriting (which is impressive, as I sometimes have trouble understanding my own handwriting) and help me solve the "Inked" equation.

That sound great and all, but that basically sounds like a nice, souped-up calculator. What I think makes this feature really great is that it also shows you all the steps it took to solve the equation.

When this happens, you can use the Fix it option. You then use the Lasso Select tool to select the character you want to fix, and select the correct one from the pull-down menu.

This awesome feature will be able to assist a lot of students with their math homework, although it has some difficulty reading some of the characters I drew, but this might be due to my handwriting. Correcting the characters can be a bit of a hassle but once you get used to the correction mechanism, you can make it work.

Just like the subject of my previous blog the Math Assistant is once again a great feature that shows a lot of promise. It needs a little bit of work to make it usable for older students, but for younger students that need a some extra help with their math homework, this is a great addition to all the features that OneNote already offers.

I liked Rob john's suggestion towards homework. I quote "I think that hints should first be given to help provoke thought. If they show interest in working the problem, then more of the answer can be shown in an answer. After a time, say a week or so (to give the assignment to be due), a complete answer could be given for completeness of the site." This makes sense and in fact that is what I prefer. It would be great if that is made the policy and posted on the meta discouraging people from posting solutions.

A recurring theme is that many of us agree that giving complete answers to homework questions is poor, but that there is no good way of enforcement. And I don't know of a good way to enforce it either.

Those who read the meta might agree to not write up complete solutions. This is a start, but the main problem is that complete solutions are more upvoted. And so there is an incentive to give complete solutions. Just because some of us do not give complete answers does not at all prevent others from giving full solutions.

Providing an answer that doesn't help a student learn is not in the student's own best interest, and if a solution complete enough to be copied verbatim and handed in is given immediately, it will encourage more people to use the site as a free homework service. In the spirit of creating a lasting resource of mathematical knowledge, please refrain from giving complete solutions to homework questions.

We might agree to bring disputed answers to meta, so that the meta community can decide what to do on a question by question basis. This seems improbable to me, but the idea would be that after an initial burst of attention and flooding of the meta of such questions, more users would realize that posting complete solutions is frowned upon.

There are a plethora of ways for students to get help on their homework, and different standards exist around the world for what is and is not allowed. Who is to say your standard is the correct one? I don't think that we should compromise the functionality of the website, the happiness of our answer writers, and the health of the community to try and be some kind of academic police. Hints can be very helpful for students learning, but there is nothing wrong with posting a complete solution.

If one is to have any hope of tackling these complex issues then one will need to be completely informed of the diverse opinions on such matters. For an example of a different viewpoint, see this answer of JDH (a professor) which currently has (+22/-5) votes and which concludes as follows:

Finally, let me say that the policy of encouraging weasily half-answers to questions that have been deemed to be homework, consisting of obscure hints only, amounts to an annoying policy of encouraging bad answers here at math.SE, and I am completely opposed to it. For this reason, I think we should abandon or ignore the homework tag. If we are to answer mathematics questions, then let us answer them well, with solutions exhibiting such clarity and elegance as we can muster.

Obviously it will be a difficult task to devise a compromise between that and Rob's suggestion. But I think we should make a sincere attempt. For even if we do not completely succeed in this endeavor, we may go far enough to eliminate a great deal of tension on the main site.

1 There are users who use the homework tag as I imagine has been intended - they have tried to answer the question themselves, are stuck, and need a hint. They may post frequently or infrequently. Their object is not just to answer the question, but to learn how. An answer is not what the user wants, but the site is set up to provide answers. One possible route would be to disable the answer facility on questions tagged homework [a big step, I know].

2 There are users who discover the site and ask homework questions without identifying them as such. This is sometimes, but not always, obvious. Often, in practice, someone suggests the question is homework, and hints are provided. Answers are also given, which are what the user wants. Some such users learn to use the site as at 1 above, while others revert to type 3.

3 There are users who persist in asking for answers to homework questions without doing the work themselves. This, to me, is lazy and an abuse of the site. This behaviour should, in my view, be discouraged. Answering these questions provides unnecessary encouragement.

Bumping this thread in case I'm not the only user who thinks we should revisit our homework policy. Rereading what I wrote six years makes me a bit sad. The weight of the history of the site has changed some of my views. Check out the strike-throughs. Anyway, editing this partly so that voters can also re-evaluate whether they agree with me or not.

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